WELCOME

1. WELCOME 1

2. Special Thanks 2

3. www.youtube.com/watch?v=IsAqh2Pxg0A 3

4. What is Response to Intervention (RtI)? Response to Intervention (RtI) is a general education initiative based upon the principles of academic and social skills improvement for all students.

5. This is about ALL kids..... let�s get rid of the labels and share the successes and failures of all the students who enter our doors. 5

6. RtI is not..... a prescription for all that ails the education system a program, a curriculum, or a strategy 6

7. RtI is.... a paradigm shift it requires school structure and resources to shift to improve student success and give each student what he or she needs 7

8. Why a Pyramid? View 1

10. Why implement RtI? A federal mandate RtI gives all students the best chance to achieve their maximum potential. Federal mandate states all schools must have an organized plan in place by August 2010 to address the academic and social needs of all students.Federal mandate states all schools must have an organized plan in place by August 2010 to address the academic and social needs of all students.

11. Who is involved in RtI? Everyone!! All teachers to deliver best practices in core curriculum Instructional leaders, coaches, itinerants and other support personnel will assist teachers in delivering Tier 11 and Tier 111 interventionsAll teachers to deliver best practices in core curriculum Instructional leaders, coaches, itinerants and other support personnel will assist teachers in delivering Tier 11 and Tier 111 interventions

12. How are students identified? Universal screening Universal screening administered by a team of individuals to provide teacher with classroom and building data.Universal screening administered by a team of individuals to provide teacher with classroom and building data.

13. Universal Screening Key feature to RTI model - we don�t wait for students to be referred We use a measurement system that is valid, simple, quick, reliable, inexpensive, easily understood, can be given frequently, and is sensitive to growth Emphasize the role of reliability and validity and that these 2 variables are really prerequisite to the others - without rel. and especially validity we can not have confidence in the results of the measurements and then cannot expect the results to immitate those of the research. We don�t wait for kids to fail � the data tells us the direction we need to look � just like a road mapEmphasize the role of reliability and validity and that these 2 variables are really prerequisite to the others - without rel. and especially validity we can not have confidence in the results of the measurements and then cannot expect the results to immitate those of the research. We don�t wait for kids to fail � the data tells us the direction we need to look � just like a road map

14. When will Universal Screening be given? AIMSweb (assessment tool) Beginning of school year (2010-2011) Sept. 2010 Mid year (semester) Jan. 2011 End of school year- May, 2011

15. SWAT Ensures inter-rater reliability January: One building will be completed before the teams go on to the next building. Students with special needs will participate in the CBM along with their grade level peers. No accommodations will be necessary because IDEIA says schools can acquire comparative data with regard to grade level & age level peers. 15

16. How will we use data? Tier II and Tier III interventions based on skills determined by AIMSWeb and Literacy First assessments Progress monitoring Tier II: bi-monthly Tier III: weekly Tier 2 and Tier 3 interventions determined based on screening Tier 2 and Tier 3 interventions determined based on screening

17. Why Is Progress Monitoring Important? Research has demonstrated that when teachers use progress monitoring for instructional decision-making purposes: students achieve more teacher decision making improves students tend to be more aware of their performance (e.g., see Fuchs, Deno, Mirkin, 1984; L. S. Fuchs, Fuchs, Hamlett, & Ferguson, 1992; L. S. Fuchs, Fuchs, Hamlett, & Stecker, 1991; Stecker, Fuchs, & Fuchs, 2005) 17

18. Benefits of Progress Monitoring Student performance data on important, grade-level skills/content can be gathered quickly and easily Student progress can be analyzed in order to modify instructional programs when needed and/or adjust student goals upward 18 Progress monitoring is very sensitive to growth Data can be gathered quickly and easily Progress can be analyzed and instructional programs can be adjusted quicklyProgress monitoring is very sensitive to growth Data can be gathered quickly and easily Progress can be analyzed and instructional programs can be adjusted quickly

19. WHY AIMSWEB? 19 Aimsweb provides a complete, easy & proven systemt o match instruction to student need. The system can give quick information on how a student, a classroom, a school, and the District are meeting the established benchmarks in early literacy, reading fluency, reading comprehension, math computation, and math concepts & applications.Aimsweb provides a complete, easy & proven systemt o match instruction to student need. The system can give quick information on how a student, a classroom, a school, and the District are meeting the established benchmarks in early literacy, reading fluency, reading comprehension, math computation, and math concepts & applications.

20. AIMSweb CBM Measures Reading-CBM (Oral Reading Fluency)English and Spanish Maze-CBM (Reading Comprehension) Early Literacy Measures MIDE (Spanish Early Literacy) Early Numeracy-CBM Mathematics-CBM Spelling-CBM Written Expression-CBM 20

21. Aimweb..... District 145 set criterion Curriculum based measurement is set for end-of-year mastery target set for ISAT correlate in literacy target set at 80% for math to demonstrate mastery - Partners 4 Results also set at 80% to demonstrate mastery 21

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28. Problem Solving Approach Focus: find out what a student needs, not on eligibility for special education. The team involves building professionals from all disciplines and the parent. From the moment a problem is suspected, parents are part of the team. Focus on what student needs � not on eligibility for special education Team involves professionals and parentFocus on what student needs � not on eligibility for special education Team involves professionals and parent

29. RtI and SAT - Partners Response to Intervention is the process all student assistance teams should follow before consideration of a referral to another program or special education service is warranted or justified.

30. How do we do it? Case Study: At Lincoln-Douglas, we met as grade level teams to review the data. We looked at the Tier Transition Report to see the distribution of scores. Is the green tier at 80%? If not, is there something we need to do within the classroom to raise the percentage. What are some of the activities we are using in the classroom to teach the tested skills to mastery? 30

31. NEXT�. Looked at the Scores and Percentiles Report for each grade. Literacy Coach and/or Reading Teacher conducted further diagnostic assessments using the Literacy First assessments for all students in red and yellow. Literacy Coach and/or Reading Teacher also conducted further diagnostic assessments using the Literacy First assessments with any student within the green if the classroom teacher raised a red flag about the AIMSweb results. � 31

32. THEN�. We established groups for the Tier 2 and Tier 3 interventions based on AIMSweb results and Literacy First assessments, with the Literacy First assessments being the deciding factor on skills. Literacy Coach and Reading teacher each have a group (Tier 3). The Speech Teacher has a group (Tier 2). The Reading Tutor has a group (Tier 2). Each teacher has a group. Two special educators are also group leaders (Tier 2). The principal is the substitute interventionist. 32

33. How K & First..... We grouped K and 1 based on skill: letter identification, letter sound, vowels, nonsense words, 2 groups utilizing Strategic Intervention grouping by nonsense word fluency (NWF) scores. Four green groups: One really high first grade group with the reading teacher and a Para (16 kids) and one really high kindergarten group with Lit Coach and a Para (17 kids). 33

34. Materials...... The Tier 3 group will utilize Jolly Phonics as their program materials. The Tier 2 groups led by the special education teachers will use Strategic Intervention. The other Tier 2 groups will follow the Literacy First Student Phonics guidelines as their map. Following the map, the teachers will use the Florida Reading Binders for activities, the Reading A-Z books, and the guided readers for science & social studies. The Tier 1 groups for those students needing enrichment and/or enhancement, will follow the Literature Circles method focusing on Higher Order Thinking and writing. 34

35. How 2-4�. Students will be grouped using the RCBM and MAZE. We looked at accuracy percentage for both as well as their placement within the Scores & Percentiles report. Two Tier 2 groups will utilize Strategic Interventions. The others will use Reading A-Z books based on phonetic patterns using Literacy First Phonics Assessment Student Summary as our guide. 35

36. WHEN...... At Lincoln-Douglas, we have a dedicated RtI time everyday, 5 days per week. K-1 work together from 11:45 a.m. - 12:15 p.m. 2-4 work together from 12:45 p.m. - 1:15 p.m. Grade level teachers, along with the Literacy Coach, Reading Teacher, Special Educator, and the Principal, meet every Day 3. Here�s the beauty: When can your building teams make it work for you? Be creative...think outside the box! 36

37. MORE HOW 2-4�.. The four Tier 1 groups (solid green) will use Literature Circles, focus on higher order thinking skills, writing, and increasing ORF. These groups will be using Reading A-Z materials, the Florida Reading Binders, and the guided reading books from science & social studies. At this time we are not creating intervention groups outside of the classroom or during a dedicated Response to Intervention time (we are not calling it FLEX) for math. 37

38. Housekeeping..... Everyone has access to Aimsweb. Building accounts Teacher/Progress Monitoring Teacher accounts Principal accounts Literacy Coach = Aimsweb School Manager 38

39. http://www.youtube.com/watch?v=RiP-ijdxqEc 39